Date of Award

January 2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Steven D. LeMire

Abstract

In recent years, the scientific community has provided a great deal of knowledge about the brain and how we learn. Included in this research is a clear explanation of how people learn to read and also what happens in the brain of a person with dyslexia. Because of the great strides that have been made through research, most students can become successful readers, including those with dyslexia. A very large part of this success is the result of knowledgeable teachers using research-based reading instruction beginning in kindergarten. Dyslexia is a common language-based learning disability that affects students’ reading, writing, and spelling abilities in school. I studied current K-3 general education, reading/Title 1, and special education teacher knowledge about dyslexia, language constructs, and reading research/researchers by surveying a random sample of teachers in North Dakota. I also surveyed a random sample of elementary administrators in North Dakota on their knowledge of dyslexia. I have written the results in three articles: article #1 focuses on K-3 general, reading/Title 1, and special education teacher knowledge about dyslexia, article #2 focuses on elementary administrator knowledge about dyslexia, and article #3 focuses on K-3 general education, reading/Title 1, and special education teacher knowledge of language constructs and reading research/researchers. I found that there are gaps in knowledge of dyslexia by K-3 general education, reading/Title1, special education teachers, and administrators. In addition, concerns were raised about where knowledge about dyslexia is received. I also found that K-3 general education, reading/Title 1, and special education teachers lack a strong knowledge base of language constructs and reading research/researchers.

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